Humanising medical education through faculty development: Linking self-awareness and teaching skills

Medical Education

Volumn 39, Issue 2, 2005, Pages 154-162

  Pololi, Linda H ^a,b   Frankel, Richard M ^c  

^a BRANDEIS UNIVERSITY   (United States)

^b EAST CAROLINA UNIVERSITY   (United States)

^c INDIANA UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

Curriculum; Education, medical, undergraduate *methods; Faculty education; Programme evaluation; Self awarness; Teaching standards

Indexed keywords

ATTITUDE; COMPETITION; CONFLICT; MEDICAL EDUCATION; PHILOSOPHY; REVIEW; SELF CONCEPT; SKILL; TEACHING; WORKSHOP;

CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; FACULTY, MEDICAL; HUMANS; INTERPERSONAL RELATIONS; STAFF DEVELOPMENT; STUDENTS, MEDICAL; TEACHING;

EID: 14044263495     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2929.2004.02065.x     Document Type: Review

References (18)

1. Skeff KM, Stratos GA, Mygdal WK, DeWitt TG, Manfred LM, Quirk ME, Roberts KB, Greenberg LW. Clinical teaching improvement: past and future for faculty development. Fam Med 1997;29:252-7.
2. Bland CJ. Faculty Development through Workshops. Springfield, Illinois: Charles Thomas 1980.
3. Commonwealth Fund Task Force on Academic Health Centres. Tomorrow's Doctors: the Medical Education Mission of Academic Medical Centres. Publication 516. New York, NY, USA: Commonwealth Fund 2002.
4. Goldacre M, Stear S, Richards R, Sidebottom E. Junior doctors' views about careers in academic medicine. Med Educ 1999;33:316-7.
5. Pololi L, Clay M, Lipkin M, Hewson M, Kaplan C, Frankel R. Implementing an academic faculty development course about teaching, modelled on educational theory. Med Teach 2001;23:276-83.
6. Novack DH, Suchman AL, Clark W, Epstein RM, Najberg E, Kaplan C. Calibrating the physician. JAMA 1983;278:502-9.
7. Epstein RM. Mindful practice. JAMA 1999;282:833-9.
8. Tresolini CP. Pew-Fetzer Task Force: Health Professions Education and Relationship-centred Care. San Francisco: Pew Health Professions Commission 1994.
9. Davis D, O'Brien MA, Freemantle N, Wolf F, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education: do conferences, workshops, rounds and other traditional continuing education activities change physician behaviour or health care outcomes? JAMA 1999;282:867-74.
10. Stein LS. The effectiveness of medical education: eight research reports. J Med Educ 1981;56:103-10.
11. Lipkin M Jr, Kaplan CM, Novack DH. Teaching medical interviewing: the Lipkin Model. In: Lipkin M, Putnam S, Lazare A, eds. The Medical Interview: Clinical Care, Education and Research. New York: Springer-Verlag 1995.
12. Bland CJ, Schmitz CC, Stritter FT, Henry RC, Aluiss JJ. Successful Faculty in Academic Medicine: Essential Skills and How to Acquire Them. New York: Springer-Verlag 1990.
13. Rogers CR. The facilitation of significant learning. In: Siegel L, ed. Instruction, Some Contemporary Viewpoints. San Francisco: Chandler 1967;37-54.
14. Knowles MS. The Modern Practice of Adult Education: from Pedagogy to Andragogy. New York: Adult Education Company 1980.
15. Brookfield SD. Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass 1987.
16. Stritter FT, Baker RM, Shahady EJ. Attitudes toward learner responsibility inventory. Part I. In: McGaghie WC, Frey JJ, eds. Handbook for the Academic Physician. New York: Springer-Verlag 1986.
17. Freire P. Pedagogy of the Oppressed. New York: Continuum 1986.
18. Salovey P, Mayer JD. Emotional intelligence. Imagination Cognitive Perspective 1990;9:185-211.